Practicum

This course is an SLC EmbeddEd practicum-credit course offered to sophomores and above (including graduate students) completing experience-based work (an internship, volunteer placement, or job) during the fall semester. NOTE: Students must have experience-based work in place and complete the required preregistration form prior to registering for this course. Experience-based work should begin by the end of the first week of class. Please see SLC EmbeddEd on MySLC for more information, including how to register for SLC EmbeddEd courses, info session dates/recordings, FAQ for students, and resources for finding experience-based work. Students are advised to begin looking for experience-based work opportunities 3-6 months before the fall semester, when possible.

Over the semester, students explore shifting and inclusive definitions of work, workplace culture, and strategies to support well-being through reading assignments, class discussions, experience-based observations, small group work, workshops, events, panels and engagement with peers and alumni. Topics will include workplace communication, diversity equity and inclusion, professional networking, stress management, work-life balance, sleep health, and restorative practices. Students are encouraged to engage in observation journals, experiential activities, and collaborative group work. Assignments include weekly homework, an alumni series recording and a final portfolio. The goal is for students to integrate class material with experience-based observations, engage with campus resources and develop a community of peer and alumni support that students may utilize this semester and beyond. SLC EmbeddEd courses are graded pass/fail and meet remotely via Zoom on Monday evenings. SLC EmbeddEd courses are offered in collaboration with campus partners, including Career Services; Community Partnerships and Engagement; the Office of Diversity, Equity, and Inclusion; pre-professional advisors; Alumni Relations; Health + Wellness; the Dean of Well-Being; and the Learning Commons.

This course is an SLC EmbeddEd practicum-credit course offered to sophomores and above (including graduate students) completing experience-based work (an internship, volunteer placement, or job) during the fall semester. NOTE: Students must have experience-based work in place and complete the required preregistration form prior to registering for this course. Experience-based work should begin by the end of the first week of class. Please see SLC EmbeddEd on MySLC for more information, including how to register for SLC EmbeddEd courses, info session dates/recordings, FAQ for students, and resources for finding experience-based work. Students are advised to begin looking for experience-based work opportunities 3-6 months before the fall semester, when possible.

Over the semester, students explore shifting and inclusive definitions of work, workplace culture, and strategies to support well-being through reading assignments, class discussions, experience-based observations, small group work, workshops, events, panels and engagement with peers and alumni. Topics will include workplace communication, diversity equity and inclusion, professional networking, stress management, work-life balance, sleep health, and restorative practices. Students are encouraged to engage in observation journals, experiential activities, and collaborative group work. Assignments include weekly homework, an alumni series recording and a final portfolio. The goal is for students to integrate class material with experience-based observations, engage with campus resources and develop a community of peer and alumni support that students may utilize this semester and beyond. SLC EmbeddEd courses are graded pass/fail and meet remotely via Zoom on Monday evenings. SLC EmbeddEd courses are offered in collaboration with campus partners, including Career Services; Community Partnerships and Engagement; the Office of Diversity, Equity, and Inclusion; pre-professional advisors; Alumni Relations; Health + Wellness; the Dean of Well-Being; and the Learning Commons.

Building a Professional Identity is an experience-based, Embedded Education course offered to sophomores and above (including graduate students) completing experience-based work (an internship, volunteer placement, or job) during the spring semester. Students must have experience-based work in place and complete the required preregistration form prior to registering for this course. Please see SLC EmbeddEd on MySLC for more information including how to register for SLC EmbeddEd courses, info session dates/recordings, FAQ for students, and resources for finding experience-based work. Students are advised to begin looking for experience-based work opportunities three-six months before the spring semester, when possible.

Over the semester, students in this course explore the process of building a professional identity through reading assignments, class discussions, experience-based observations, small-group work, workshops, events, panels, and engagement with peers and alumni. Topics include imposter phenomenon; diversity, equity, and inclusion; workplace communication; online branding; professional networking; mentorship and mentoring; work-life balance; and strategies to support well-being. Students are encouraged to engage in observation journals, experiential activities, and collaborative group work. Assignments include weekly homework, an alumni series recording, and a final portfolio. The goal is for students to integrate class material with experience-based observations, engage with campus resources, and develop a community of peer and alumni support—which students may utilize this semester and beyond. SLC EmbeddEd courses are graded pass/fail and meet remotely via Zoom on Wednesday evenings. Students have the option to enroll for three or five credits. Students have the option to enroll in each course a second time, as a returning student, with an emphasis on early career leadership and mentorship. SLC EmbeddEd courses feature collaborations with campus partners, including Career Services; Community Partnerships and Engagement; the Office of Diversity, Equity, and Inclusion; pre-professional advisors, Alumni Relations, Health + Wellness, the Dean of Well-Being, and the Learning Commons.

Building a Professional Identity is an experience-based, Embedded Education course offered to sophomores and above (including graduate students) completing experience-based work (an internship, volunteer placement, or job) during the spring semester. Students must have experience-based work in place and complete the required preregistration form prior to registering for this course. Please see SLC EmbeddEd on MySLC for more information, including how to register for SLC EmbeddEd courses, info session dates/recordings, FAQ for students, and resources for finding experience-based work. Students are advised to begin looking for experience-based work opportunities three-six months before the spring semester, when possible.

Over the semester, students in this course explore the process of building a professional identity through reading assignments, class discussions, experience-based observations, small-group work, workshops, events, panels, and engagement with peers and alumni. Topics include imposter phenomenon; diversity, equity, and inclusion; workplace communication; online branding; professional networking; mentorship and mentoring; work-life balance; and strategies to support well-being. Students are encouraged to engage in observation journals, experiential activities, and collaborative group work. Assignments include weekly homework, an alumni series recording, and a final portfolio. The goal is for students to integrate class material with experience-based observations, engage with campus resources, and develop a community of peer and alumni support—which students may utilize this semester and beyond. SLC EmbeddEd courses are graded pass/fail and meet remotely via Zoom on Wednesday evenings. Students have the option to enroll for three or five credits (see note below). Students have the option to enroll in each course a second time, as a returning student, with an emphasis on early career leadership and mentorship. SLC EmbeddEd courses feature collaborations with campus partners, including Career Services; Community Partnerships and Engagement; the Office of Diversity, Equity, and Inclusion; preprofessional advisors, Alumni Relations, Health + Wellness, the Dean of Well-Being, and the Learning Commons.

Feminist economics arose as a critique of the androcentric and Eurocentric assumptions underlying mainstream (neoclassical) economics. But over the past 30 years, feminist economics has developed into a coherent perspective in its own right. Feminist economics acknowledges and investigates power differentials in both the home and the market on the basis of race/ethnicity, gender, class, sexual orientation, nation, and disability status. Feminist economics takes seriously the crucial economic impact of caring labor (both paid and unpaid) in the home and the broader community. And feminist economics proposes alternate measures of economic success that emphasize bodily integrity, human agency, sustainability, and human rights. We will begin this course with a brief exploration of the historical context for the development of feminist economics; i.e., the rise of feminist movements in both the developed world and the Global South. We’ll then examine the differences between feminist and mainstream neoclassical economics by examining questions such as: What do we mean by “the economy”? Do transactions and activities have to be monetized to be “economic”? How is caring labor (both paid and unpaid) conceptualized in economics, and how does the performance of this labor impact one’s status in both the labor market and the household? The answers to these and similar questions will help us reconceptualize economics to take account of all of the labor necessary to reproduce individuals and social/economic structures. Finally, we’ll apply this reconceptualized, feminist economics to questions of economic policy. We’ll examine a number of case studies, including: the persistence of occupational segregation and wage differentials by gender and race and policies to mitigate these inequalities; the impact of domestic violence and other forms of nonmarket coercion on economic outcomes; the impact of reproductive control (or the lack thereof) on the economic trajectories of both individuals and societies; and the (re)conceptualization and measurement of economic development and growth. In addition to class participation, requirements for the course will include frequent short papers on the readings, leading class discussions (in pairs), participation in group presentations, weekly participation in a service-learning project, and a placement journal. Possible service-learning placement sites include a domestic violence shelter, a group promoting healthy relationships in local high schools, a local LGBT support and advocacy organization, a reproductive-rights group, or an organization advocating for the rights of domestic workers.

This first research seminar in a yearlong practicum series on conducting research in psychology will introduce students to the posing of research questions and the design of methods to answer those questions. In this seminar, students will gain valuable research experience through a weekly meeting focused on qualitative and quantitative research methods, research ethics, and contemporary research questions and approaches. These topics include, but are not limited to, exploring the historical contexts that led to current guidelines for ethically conducting human-subjects testing; receiving institutional review-board approval for a proposed study; staying conversant and engaged in open science practices; maintaining a lab notebook; choosing a methodological approach and designing a study; recruiting participants; and more. The seminar component will include readings on, and discussions of, research methods and ethics that are specific to the research in which students are involved, as well as discussions of contemporary research articles that are relevant to student and faculty research projects. Weekly seminars will be led by the instructors of the course and, on occasion, invited faculty with expertise in related topics. All students involved in conducting research will also take turns leading a discussion of current research related to their group’s work. We will have individual and/or lab conference meetings with faculty supervisors on either a regular or as-needed basis. Seniors undertaking a senior thesis project are welcome to take this class alongside their senior thesis in order to work collaboratively with other students engaging in their own independent research. Students should come prepared to work collaboratively with faculty and their peers.